Who said: “The path towards sustainable energy sources will be long and sometimes difficult. But America cannot resist this transition, we must lead it... That is how we will preserve our planet, commanded to our care by God. That’s what will lend meaning to the creed our fathers once declared.”

...the source of all great mathematics is the special case, the concrete example. It is frequent in mathematics that every instance of a concept of seemingly generality is, in essence, the same as a small and concrete special case.

In letter (11 Mar 1640) to Père Marin Mersenne. English version inspired by a translation of the original Latin in German, “Nach meiner Ansicht geschieht alles in der Natur auf mathematische Art,” in René Descartes and Artur Buchenau (trans., ed.), René Descartes' Philosophische Werke (1905), 246. The Latin is often seen misquoted as “omnia apud me mathematica fiunt.” See context in longer quote that begins, “I have no doubt….” on the René Descartes Quotes page of this website.

Attributed. It does not seem to appear in Gordan’s written work. According to Colin McClarty, in 'Theology and its Discontents: the Origin of the Myth of Modern Mathematics' (2008), “The quote first appeared a quarter of a century after the event, as an unexplained side comment in a eulogy to Gordan by his long-time colleague Max Noether. Noether was a reliable witness, but he says little about what Gordan meant.” See Noether's obituary of Gordan in Mathematische Annalen (1914), 75, 18. It is still debated if the quote is pejorative, complimentary or merely a joke.

Every teacher certainly should know something of non-euclidean geometry. Thus, it forms one of the few parts of mathematics which, at least in scattered catch-words, is talked about in wide circles, so that any teacher may be asked about it at any moment. … Imagine a teacher of physics who is unable to say anything about Röntgen rays, or about radium. A teacher of mathematics who could give no answer to questions about non-euclidean geometry would not make a better impression.On the other hand, I should like to advise emphatically against bringing non-euclidean into regular school instruction (i.e., beyond occasional suggestions, upon inquiry by interested pupils), as enthusiasts are always recommending. Let us be satisfied if the preceding advice is followed and if the pupils learn to really understand euclidean geometry. After all, it is in order for the teacher to know a little more than the average pupil.

From 'French Reply to Baron Czyllak' concerning the game at Monte Carlo, Monte Carlo Facts and Fallacies (1904), 290, originally published in L'Écho de la Mediterranée as a response to an earlier open letter by the Baron in the same magazine. Maxim defended his prior mathematical calculations about gambling games. At the end of his paper giving a cautionary mathematical analysis of 'The Gambler's Ruin', < a href="http://todayinsci.com/C/Coolidge_Julian/CoolidgeJulian-Quotations.htm">Julian Coolidge referenced this quotation, saying “it gives the best explanation which I have seen for the fact that the people continue to gamble.”

La chaleur pénètre, comme la gravité, toutes les substances de l’univers, ses rayons occupent toutes les parties de l’espace. Le but de notre ouvrage est d’exposer les lois mathématiques que suit cet élément. Cette théorie formera désormais une des branches les plus importantes de la physique générale.Heat, like gravity, penetrates every substance of the universe, its rays occupy all parts of space. The object of our work is to set forth the mathematical laws which this element obeys. The theory of heat will hereafter form one of the most important branches of general physics.

Les mathématique sont un triple. Elles doivent fournir un instrument pour l'étude de la nature. Mais ce n'est pas tout: elles ont un but philosophique et, j'ose le dire, un but esthétique.Mathematics has a threefold purpose. It must provide an instrument for the study of nature. But this is not all: it has a philosophical purpose, and, I daresay, an aesthetic purpose.

Longtemps les objets dont s'occupent les mathématiciens étaient our la pluspart mal définis; on croyait les connaître, parce qu'on se les représentatit avec le sens ou l'imagination; mais on n'en avait qu'une image grossière et non une idée précise sure laquelle le raisonment pût avoir prise.For a long time the objects that mathematicians dealt with were mostly ill-defined; one believed one knew them, but one represented them with the senses and imagination; but one had but a rough picture and not a precise idea on which reasoning could take hold.

Mathematical truth has validity independent of place, personality, or human authority. Mathematical relations are not established, nor can they be abrogated, by edict. The multiplication table is international and permanent, not a matter of convention nor of relying upon authority of state or church. The value of π is not amenable to human caprice. The finding of a mathematical theorem may have been a highly romantic episode in the personal life of the discoverer, but it cannot be expected of itself to reveal the race, sex, or temperament of this discoverer. With modern means of widespread communication even mathematical notation tends to be international despite all nationalistic tendencies in the use of words or of type.

In 'Light Thrown on the Nature of Mathematics by Certain Aspects of Its Development', Mathematics in General Education (1940), 256. This is the Report of the Committee on the Function of Mathematics in General Education of the Commission on Secondary School Curriculum, which was established by the Executive Board of the Progressive Education Association in 1932.

Natura non facit saltum or, Nature does not make leaps… If you assume continuity, you can open the well-stocked mathematical toolkit of continuous functions and differential equations, the saws and hammers of engineering and physics for the past two centuries (and the foreseeable future).

Neumann, to a physicist seeking help with a difficult problem: Simple. This can be solved by using the method of characteristics.Physicist: I'm afraid I don’t understand the method of characteristics.Neumann: In mathematics you don't understand things. You just get used to them.

Attributed, as related by Dr. Felix Smith (Head of Molecular Physics, Stanford Research Institute) to author Gary Zukav, who quoted it in The Dancing Wu Li Masters: An Overview of the New Physics (1979, 2001), 208, footnote. The physicist (a friend of Dr. Smith) worked at Los Alamos after WW II. It should be noted that although the author uses quotation marks around the spoken remarks, that they represent the author's memory of Dr. Smith's recollection, who heard it from the physicist. Therefore the fourth-hand wording is very likely not verbatim. Webmaster finds Zukav's book seems to be the only source for this quote.

The Annotated Alice, of course, does tie in with math, because Lewis Carroll was, as you know, a professional mathematician. So it wasn’t really too far afield from recreational math, because the two books are filled with all kinds of mathematical jokes. I was lucky there in that I really didn’t have anything new to say in The Annotated Alice because I just looked over the literature and pulled together everything in the form of footnotes. But it was a lucky idea because that’s been the best seller of all my books.

In Dictionnaire de Physique (1781), Vol. 8, 209. English version via Google Translate, tweaked by Webmaster. Also seen translated as—“Everyone now agrees that a physics lacking all connection with mathematics…would only be an historical amusement, fitter for entertaining the idle than for occupying the mind of a philosopher”—in John L. Heilbron, Electricity in the 17th and 18th centuries: A Study of Early Modern Physics (1979), 74. In the latter source, the subject quote immediately follows a different one by Franz Karl Achard. An editor misreading that paragraph is the likely reason the subject quote will be found in Oxford Dictionary of Science Quotations attributed to Achard. Webmaster checked the original footnoted source, and corrected the author of this entry to Paulian (16 May 2014).

Ultima se tangunt. How expressive, how nicely characterizing withal is mathematics! As the musician recognizes Mozart, Beethoven, Schubert in the first chords, so the mathematician would distinguish his Cauchy, Gauss, Jacobi, Helmholtz in a few pages.

A general course in mathematics should be required of all officers for its practical value, but no less for its educational value in training the mind to logical forms of thought, in developing the sense of absolute truthfulness, together with a confidence in the accomplishment of definite results by definite means.

A chess problem is genuine mathematics, but it is in some way “trivial” mathematics. However, ingenious and intricate, however original and surprising the moves, there is something essential lacking. Chess problems are unimportant. The best mathematics is serious as well as beautiful—“important” if you like, but the word is very ambiguous, and “serious” expresses what I mean much better.

In An Introduction to the History of Mathematics (1953, 1976), 354. This same idea was said much earlier by Ernst Mach (1893). See the quote that begins, “The mathematician who pursues his studies,” on the Ernst Mach Quotes page on this website.

A good deal of my research in physics has consisted in not setting out to solve some particular problem, but simply examining mathematical quantities of a kind that physicists use and trying to fit them together in an interesting way, regardless of any application that the work may have. It is simply a search for pretty mathematics. It may turn out later to have an application. Then one has good luck. At age 78.

A good theoretical physicist today might find it useful to have a wide range of physical viewpoints and mathematical expressions of the same theory (for example, of quantum electrodynamics) available to him. This may be asking too much of one man. Then new students should as a class have this. If every individual student follows the same current fashion in expressing and thinking about electrodynamics or field theory, then the variety of hypotheses being generated to understand strong interactions, say, is limited. Perhaps rightly so, for possibly the chance is high that the truth lies in the fashionable direction. But, on the off-chance that it is in another direction—a direction obvious from an unfashionable view of field theory—who will find it?

A great department of thought must have its own inner life, however transcendent may be the importance of its relations to the outside. No department of science, least of all one requiring so high a degree of mental concentration as Mathematics, can be developed entirely, or even mainly, with a view to applications outside its own range. The increased complexity and specialisation of all branches of knowledge makes it true in the present, however it may have been in former times, that important advances in such a department as Mathematics can be expected only from men who are interested in the subject for its own sake, and who, whilst keeping an open mind for suggestions from outside, allow their thought to range freely in those lines of advance which are indicated by the present state of their subject, untrammelled by any preoccupation as to applications to other departments of science. Even with a view to applications, if Mathematics is to be adequately equipped for the purpose of coping with the intricate problems which will be presented to it in the future by Physics, Chemistry and other branches of physical science, many of these problems probably of a character which we cannot at present forecast, it is essential that Mathematics should be allowed to develop freely on its own lines.

A great man, [who] was convinced that the truths of political and moral science are capable of the same certainty as those that form the system of physical science, even in those branches like astronomy that seem to approximate mathematical certainty.He cherished this belief, for it led to the consoling hope that humanity would inevitably make progress toward a state of happiness and improved character even as it has already done in its knowledge of the truth.

A great part of its [higher arithmetic] theories derives an additional charm from the peculiarity that important propositions, with the impress of simplicity on them, are often easily discovered by induction, and yet are of so profound a character that we cannot find the demonstrations till after many vain attempts; and even then, when we do succeed, it is often by some tedious and artificial process, while the simple methods may long remain concealed.

A large part of mathematics which becomes useful developed with absolutely no desire to be useful, and in a situation where nobody could possibly know in what area it would become useful; and there were no general indications that it ever would be so.

From Address (1954) to Princeton Alumni, 'The Role of Mathematics in the Sciences and in Society', published in A.H. Taub (ed.), John von Neumann: Collected Works (1963), Vol. 6, 489. As quoted and cited in Rosemary Schmalz,Out of the Mouths of Mathematicians: A Quotation Book for Philomaths (1993), 123.

A large part of the training of the engineer, civil and military, as far as preparatory studies are concerned; of the builder of every fabric of wood or stone or metal designed to stand upon the earth, or bridge the stream, or resist or float upon the wave; of the surveyor who lays out a building lot in a city, or runs a boundary line between powerful governments across a continent; of the geographer, navigator, hydrographer, and astronomer,—must be derived from the mathematics.

A marveilous newtrality have these things mathematicall, and also a strange participation between things supernaturall, immortall, intellectuall, simple and indivisible, and things naturall, mortall, sensible, componded and divisible.

A mathematical argument is, after all, only organized common sense, and it is well that men of science should not always expound their work to the few behind a veil of technical language, but should from time to time explain to a larger public the reasoning which lies behind their mathematical notation.

A mathematical problem should be difficult in order to entice us, yet not completely inaccessible, lest it mock at our efforts. It should be to us a guide post on the mazy paths to hidden truths, and ultimately a reminder of our pleasure in the successful solution.

A mathematical science is any body of propositions which is capable of an abstract formulation and arrangement in such a way that every proposition of the set after a certain one is a formal logical consequence of some or all the preceding propositions. Mathematics consists of all such mathematical sciences.

A mathematician who can only generalise is like a monkey who can only climb UP a tree. ... And a mathematician who can only specialise is like a monkey who can only climb DOWN a tree. In fact neither the up monkey nor the down monkey is a viable creature. A real monkey must find food and escape his enemies and so must be able to incessantly climb up and down. A real mathematician must be able to generalise and specialise. ... There is, I think, a moral for the teacher. A teacher of traditional mathematics is in danger of becoming a down monkey, and a teacher of modern mathematics an up monkey. The down teacher dishing out one routine problem after another may never get off the ground, never attain any general idea. and the up teacher dishing out one definition after the other may never climb down from his verbiage, may never get down to solid ground, to something of tangible interest for his pupils.

A mind is accustomed to mathematical deduction, when confronted with the faulty foundations of astrology, resists a long, long time, like an obstinate mule, until compelled by beating and curses to put its foot into that dirty puddle.

A modern branch of mathematics, having achieved the art of dealing with the infinitely small, can now yield solutions in other more complex problems of motion, which used to appear insoluble. This modern branch of mathematics, unknown to the ancients, when dealing with problems of motion, admits the conception of the infinitely small, and so conforms to the chief condition of motion (absolute continuity) and thereby corrects the inevitable error which the human mind cannot avoid when dealing with separate elements of motion instead of examining continuous motion. In seeking the laws of historical movement just the same thing happens. The movement of humanity, arising as it does from innumerable human wills, is continuous. To understand the laws of this continuous movement is the aim of history. … Only by taking an infinitesimally small unit for observation (the differential of history, that is, the individual tendencies of man) and attaining to the art of integrating them (that is, finding the sum of these infinitesimals) can we hope to arrive at the laws of history.

A peculiar beauty reigns in the realm of mathematics, a beauty which resembles not so much the beauty of art as the beauty of nature and which affects the reflective mind, which has acquired an appreciation of it, very much like the latter.

A professor … may be to produce a perfect mathematical work of art, having every axiom stated, every conclusion drawn with flawless logic, the whole syllabus covered. This sounds excellent, but in practice the result is often that the class does not have the faintest idea of what is going on. … The framework is lacking; students do not know where the subject fits in, and this has a paralyzing effect on the mind.

A short, broad man of tremendous vitality, the physical type of Hereward, the last of the English, and his brother-in-arms, Winter, Sylvester’s capacious head was ever lost in the highest cloud-lands of pure mathematics. Often in the dead of night he would get his favorite pupil, that he might communicate the very last product of his creative thought. Everything he saw suggested to him something new in the higher algebra. This transmutation of everything into new mathematics was a revelation to those who knew him intimately. They began to do it themselves. His ease and fertility of invention proved a constant encouragement, while his contempt for provincial stupidities, such as the American hieroglyphics for π and e, which have even found their way into Webster’s Dictionary, made each young worker apply to himself the strictest tests.

A superficial knowledge of mathematics may lead to the belief that this subject can be taught incidentally, and that exercises akin to counting the petals of flowers or the legs of a grasshopper are mathematical. Such work ignores the fundamental idea out of which quantitative reasoning grows—the equality of magnitudes. It leaves the pupil unaware of that relativity which is the essence of mathematical science. Numerical statements are frequently required in the study of natural history, but to repeat these as a drill upon numbers will scarcely lend charm to these studies, and certainly will not result in mathematical knowledge.

A superficial knowledge of mathematics may lead to the belief that this subject can be taught incidentally, and that exercises akin to counting the petals of flowers or the legs of a grasshopper are mathematical. Such work ignores the fundamental idea out of which quantitative reasoning grows—the equality of magnitudes. It leaves the pupil unaware of that relativity which is the essence of mathematical science. Numerical statements are frequently required in the study of natural history, but to repeat these as a drill upon numbers will scarcely lend charm to these studies, and certainly will not result in mathematical knowledge.

A teacher of mathematics has a great opportunity. If he fills his allotted time with drilling his students in routine operations he kills their interest, hampers their intellectual development, and misuses his opportunity. But if he challenges the curiosity of his students by setting them problems proportionate to their knowledge, and helps them to solve their problems with stimulating questions, he may give them a taste for, and some means of, independent thinking.

A theory of physics is not an explanation; it is a system of mathematical oppositions deduced from a small number of principles the aim of which is to represent as simply, as completely, and as exactly as possible, a group of experimental laws.

A theory with mathematical beauty is more likely to be correct than an ugly one that fits some experimental data. God is a mathematician of a very high order, and He used very advanced mathematics in constructing the universe.

Used as a filler, referring to Dean R.D. Carmichael, in Franz E. Hohn (ed.), Pi Mu Epsilon Journal (Fall 1956), 2, No. 5, 224. Carmichael was Dean of the Graduate School at the University of Illinois, from 1933 to his retirement in 1947. The journal was published at the University of Illinois. Webmaster has not yet found an earlier or primary source (can you help?) but would not rule out the quote being passed down by oral tradition at the university.

A troubling question for those of us committed to the widest application of intelligence in the study and solution of the problems of men is whether a general understanding of the social sciences will be possible much longer. Many significant areas of these disciplines have already been removed by the advances of the past two decades beyond the reach of anyone who does not know mathematics; and the man of letters is increasingly finding, to his dismay, that the study of mankind proper is passing from his hands to those of technicians and specialists. The aesthetic effect is admittedly bad: we have given up the belletristic “essay on man” for the barbarisms of a technical vocabulary, or at best the forbidding elegance of mathematical syntax.

About the year 1821, I undertook to superintend, for the Government, the construction of an engine for calculating and printing mathematical and astronomical tables. Early in the year 1833, a small portion of the machine was put together, and was found to perform its work with all the precision which had been anticipated. At that period circumstances, which I could not control, caused what I then considered a temporary suspension of its progress; and the Government, on whose decision the continuance or discontinuance of the work depended, have not yet communicated to me their wishes on the question.

Abstruse mathematical researches … are … often abused for having no obvious physical application. The fact is that the most useful parts of science have been investigated for the sake of truth, and not for their usefulness. A new branch of mathematics, which has sprung up in the last twenty years, was denounced by the Astronomer Royal before the University of Cambridge as doomed to be forgotten, on account of its uselessness. Now it turns out that the reason why we cannot go further in our investigations of molecular action is that we do not know enough of this branch of mathematics.

After an honest day’s work a mathematician goes off duty. Mathematics is very hard work, and dons tend to be above average in health and vigor. Below a certain threshold a man cracks up; but above it, hard mental work makes for health and vigor (also—on much historical evidence throughout the ages—for longevity). I have noticed lately that when I am working really hard I wake around 5.30 a.m. ready and eager to start; if I am slack, I sleep till I am called.

Again and again in reading even his [William Thomson] most abstract writings one is struck by the tenacity with which physical ideas control in him the mathematical form in which he expressed them. An instance of this is afforded by … an example of a mathematical result that is, in his own words, “not instantly obvious from the analytical form of my solution, but which we immediately see must be the case by thinking of the physical meaning of the result.”

As given in Life of Lord Kelvin (1910), Vol. 2, 1136. The ellipsis gives the reference to the quoted footnote, to a passage in his Mathematical and Physical Papers, Vol. 1, 457. [Note: William Thomson, later became Lord Kelvin. —Webmaster]

In An Introduction to Mathematics (1911), 14. This is part of a longer quote that begins, “In modern times the belief that the ultimate explanation…”, on the Alfred North Whitehead Quotes page of this website.

These are not the exact words of Roger Bacon, but are from an editor's sub-heading, giving a summary for the topic of Chapter 2, for example, in Roger Bacon and Robert Belle Burke (ed.), Opus Maius (reproduction 2002), Vol. 1, Part 4, 117. Part 4 is devoted to a discourse on Mathematics. In its Chapter 1, as translated, Bacon states that 'There are four great sciences, without which the other sciences cannot be known nor a knowledge of things secured. ... Of these sciences the gate and key is mathematics.'

All the events which occur upon the earth result from Law: even those actions which are entirely dependent on the caprices of the memory, or the impulse of the passions, are shown by statistics to be, when taken in the gross, entirely independent of the human will. As a single atom, man is an enigma; as a whole, he is a mathematical problem. As an individual, he is a free agent; as a species, the offspring of necessity.

All the mathematical sciences are founded on relations between physical laws and laws of numbers, so that the aim of exact science is to reduce the problems of nature to the determination of quantities by operations with numbers.

All the modern higher mathematics is based on a calculus of operations, on laws of thought. All mathematics, from the first, was so in reality; but the evolvers of the modern higher calculus have known that it is so. Therefore elementary teachers who, at the present day, persist in thinking about algebra and arithmetic as dealing with laws of number, and about geometry as dealing with laws of surface and solid content, are doing the best that in them lies to put their pupils on the wrong track for reaching in the future any true understanding of the higher algebras. Algebras deal not with laws of number, but with such laws of the human thinking machinery as have been discovered in the course of investigations on numbers. Plane geometry deals with such laws of thought as were discovered by men intent on finding out how to measure surface; and solid geometry with such additional laws of thought as were discovered when men began to extend geometry into three dimensions.

All the sciences have a relation, greater or less, to human nature; and...however wide any of them may seem to run from it, they still return back by one passage or another. Even Mathematics, Natural Philosophy, and Natural Religion, are in some measure dependent on the science of MAN; since they lie under the cognizance of men, and are judged of by their powers and faculties.

Although I was four years at the University [of Wisconsin], I did not take the regular course of studies, but instead picked out what I thought would be most useful to me, particularly chemistry, which opened a new world, mathematics and physics, a little Greek and Latin, botany and and geology. I was far from satisfied with what I had learned, and should have stayed longer.[Enrolled in Feb 1861, left in 1863 without completing a degree, and began his first botanical foot journey.]

Among all highly civilized peoples the golden age of art has always been closely coincident with the golden age of the pure sciences, particularly with mathematics, the most ancient among them.This coincidence must not be looked upon as accidental, but as natural, due to an inner necessity. Just as art can thrive only when the artist, relieved of the anxieties of existence, can listen to the inspirations of his spirit and follow in their lead, so mathematics, the most ideal of the sciences, will yield its choicest blossoms only when life’s dismal phantom dissolves and fades away, when the striving after naked truth alone predominates, conditions which prevail only in nations while in the prime of their development.

Among the minor, yet striking characteristics of mathematics, may be mentioned the fleshless and skeletal build of its propositions; the peculiar difficulty, complication, and stress of its reasonings; the perfect exactitude of its results; their broad universality; their practical infallibility.

An announcement of [Christopher] Zeeman’s lecture at Northwestern University in the spring of 1977 contains a quote describing catastrophe theory as the most important development in mathematics since the invention of calculus 300 years ago.

An astronomer must be the wisest of men; his mind must be duly disciplined in youth; especially is mathematical study necessary; both an acquaintance with the doctrine of number, and also with that other branch of mathematics, which, closely connected as it is with the science of the heavens, we very absurdly call geometry, the measurement of the earth.

From the 'Epilogue to the Laws' (Epinomis), 988-990. As quoted in William Whewell, History of the Inductive Sciences from the Earliest to the Present Time (1837), Vol. 1, 161. (Although referenced to Plato’s Laws, the Epinomis is regarded as a later addition, not by Plato himself.)

An essential [of an inventor] is a logical mind that sees analogies. No! No! not mathematical. No man of a mathematical habit of mind ever invented anything that amounted to much. He hasn’t the imagination to do it. He sticks too close to the rules, and to the things he is mathematically sure he knows, to create anything new.

An incidental remark from a German colleague illustrates the difference between Prussian ways and our own. He had apparently been studying the progress of our various crews on the river, and had been struck with the fact that though the masters in charge of the boats seemed to say and do very little, yet the boats went continually faster and faster, and when I mentioned Dr. Young’s book to him, he made the unexpected but suggestive reply: “Mathematics in Prussia! Ah, sir, they teach mathematics in Prussia as you teach your boys rowing in England: they are trained by men who have been trained by men who have themselves been trained for generations back.”

In John Perry (ed.), Discussion on the Teaching of Mathematics (1901), 43. The discussion took place on 14 Sep 1901 at the British Association at Glasgow, during a joint meeting of the mathematics and physics sections with the education section. The proceedings began with an address by John Perry. Langley related this anecdote during the Discussion which followed.

And having thus passed the principles of arithmetic, geometry, astronomy, and geography, with a general compact of physics, they may descend in mathematics to the instrumental science of trigonometry, and from thence to fortification, architecture, engineering, or navigation. And in natural philosophy they may proceed leisurely from the history of meteors, minerals, plants, and living creatures, as far as anatomy. Then also in course might be read to them out of some not tedious writer the institution of physic. … To set forward all these proceedings in nature and mathematics, what hinders but that they may procure, as oft as shall be needful, the helpful experiences of hunters, fowlers, fishermen, shepherds, gardeners, apothecaries; and in other sciences, architects, engineers, mariners, anatomists.

Angling may be said to be so like the Mathematics that it can never be fully learnt; at least not so fully but that there will still be more new experiments left for the trial of other men that succeed us.

Another advantage of a mathematical statement is that it is so definite that it might be definitely wrong; and if it is found to be wrong, there is a plenteous choice of amendments ready in the mathematicians’ stock of formulae. Some verbal statements have not this merit; they are so vague that they could hardly be wrong, and are correspondingly useless.

Another diversity of Methods is according to the subject or matter which is handled; for there is a great difference in delivery of the Mathematics, which are the most abstracted of knowledges, and Policy, which is the most immersed ... , yet we see how that opinion, besides the weakness of it, hath been of ill desert towards learning, as that which taketh the way to reduce learning to certain empty and barren generalities; being but the very husks and shells of sciences, all the kernel being forced out and expulsed with the torture and press of the method.

Advancement of Learning, Book 2. In James Spedding, The Works of Francis Bacon (1863), Vol. 6, 292-293 . Peter Pešić, explains that 'By Mathematics, he had in mind a sterile and rigid scheme of logical classifications, called dichotomies in his time,' inLabyrinth: A Search for the Hidden Meaning of Science (2001), 73.

Another great and special excellence of mathematics is that it demands earnest voluntary exertion. It is simply impossible for a person to become a good mathematician by the happy accident of having been sent to a good school; this may give him a preparation and a start, but by his own individual efforts alone can he reach an eminent position.

Any conception which is definitely and completely determined by means of a finite number of specifications, say by assigning a finite number of elements, is a mathematical conception. Mathematics has for its function to develop the consequences involved in the definition of a group of mathematical conceptions. Interdependence and mutual logical consistency among the members of the group are postulated, otherwise the group would either have to be treated as several distinct groups, or would lie beyond the sphere of mathematics.

Anyone who has had actual contact with the making of the inventions that built the radio art knows that these inventions have been the product of experiment and work based on physical reasoning, rather than on the mathematicians' calculations and formulae. Precisely the opposite impression is obtained from many of our present day text books and publications.

Anything at all that can be the object of scientific thought becomes dependent on the axiomatic method, and thereby indirectly on mathematics, as soon as it is ripe for the formation of a theory. By pushing ahead to ever deeper layers of axioms … we become ever more conscious of the unity of our knowledge. In the sign of the axiomatic method, mathematics is summoned to a leading role in science.

Archimedes will be remembered when Aeschylus is forgotten, because languages die and mathematical ideas do not. “Immortality” may be a silly word, but probably a mathematician has the best chance of whatever it may mean.

Archimedes, who combined a genius for mathematics with a physical insight, must rank with Newton, who lived nearly two thousand years later, as one of the founders of mathematical physics. … The day (when having discovered his famous principle of hydrostatics he ran through the streets shouting Eureka! Eureka!) ought to be celebrated as the birthday of mathematical physics; the science came of age when Newton sat in his orchard.

As a little boy, I showed an abnormal aptitude for mathematics this gift played a horrible part in tussles with quinsy or scarlet fever, when I felt enormous spheres and huge numbers swell relentlessly in my aching brain.

As an Art, Mathematics has its own standard of beauty and elegance which can vie with the more decorative arts. In this it is diametrically opposed to a Baroque art which relies on a wealth of ornamental additions. Bereft of superfluous addenda, Mathematics may appear, on first acquaintance, austere and severe. But longer contemplation reveals the classic attributes of simplicity relative to its significance and depth of meaning.

As an exercise of the reasoning faculty, pure mathematics is an admirable exercise, because it consists of reasoning alone, and does not encumber the student with an exercise of judgment: and it is well to begin with learning one thing at a time, and to defer a combination of mental exercises to a later period.

As for the place of mathematics in relation to other sciences, mathematics can be seen as a big warehouse full of shelves. Mathematicians put things on the shelves and guarantee that they are true. They also explain how to use them and how to reconstruct them. Other sciences come and help themselves from the shelves; mathematicians are not concerned with what they do with what they have taken. This metaphor is rather coarse, but it reflects the situation well enough.

As in Mathematicks, so in Natural Philosophy, the Investigation of difficult Things by the Method of Analysis, ought ever to precede the Method of Composition. This Analysis consists in making Experiments and Observations, and in drawing general Conclusions from them by Induction, and admitting of no Objections against the Conclusions, but such as are taken from Experiments, or other certain Truths. For Hypotheses are not to be regarded in experimental Philosophy.

As in the domains of practical life so likewise in science there has come about a division of labor. The individual can no longer control the whole field of mathematics: it is only possible for him to master separate parts of it in such a manner as to enable him to extend the boundaries of knowledge by creative research.

As pure truth is the polar star of our science [mathematics], so it is the great advantage of our science over others that it awakens more easily the love of truth in our pupils. … If Hegel justly said, “Whoever does not know the works of the ancients, has lived without knowing beauty,” Schellbach responds with equal right, “Who does not know mathematics, and the results of recent scientific investigation, dies without knowing truth.”

As regards authority I so proceed. Boetius says in the second prologue to his Arithmetic, “If an inquirer lacks the four parts of mathematics, he has very little ability to discover truth.” And again, “Without this theory no one can have a correct insight into truth.” And he says also, “I warn the man who spurns these paths of knowledge that he cannot philosophize correctly.” And Again, “It is clear that whosoever passes these by, has lost the knowledge of all learning.”

As there is no study which may be so advantageously entered upon with a less stock of preparatory knowledge than mathematics, so there is none in which a greater number of uneducated men have raised themselves, by their own exertions, to distinction and eminence. … Many of the intellectual defects which, in such cases, are commonly placed to the account of mathematical studies, ought to be ascribed to the want of a liberal education in early youth.

As to the need of improvement there can be no question whilst the reign of Euclid continues. My own idea of a useful course is to begin with arithmetic, and then not Euclid but algebra. Next, not Euclid, but practical geometry, solid as well as plane; not demonstration, but to make acquaintance. Then not Euclid, but elementary vectors, conjoined with algebra, and applied to geometry. Addition first; then the scalar product. Elementary calculus should go on simultaneously, and come into vector algebraic geometry after a bit. Euclid might be an extra course for learned men, like Homer. But Euclid for children is barbarous.

At every major step physics has required, and frequently stimulated, the introduction of new mathematical tools and concepts. Our present understanding of the laws of physics, with their extreme precision and universality, is only possible in mathematical terms.

At the present time it is of course quite customary for physicists to trespass on chemical ground, for mathematicians to do excellent work in physics, and for physicists to develop new mathematical procedures. … Trespassing is one of the most successful techniques in science.

Bacon himself was very ignorant of all that had been done by mathematics; and, strange to say, he especially objected to astronomy being handed over to the mathematicians. Leverrier and Adams, calculating an unknown planet into a visible existence by enormous heaps of algebra, furnish the last comment of note on this specimen of the goodness of Bacon’s view… . Mathematics was beginning to be the great instrument of exact inquiry: Bacon threw the science aside, from ignorance, just at the time when his enormous sagacity, applied to knowledge, would have made him see the part it was to play. If Newton had taken Bacon for his master, not he, but somebody else, would have been Newton.

Be very vigilent over thy Childe … If he chuse the profession of a Scholler, advise him to study the most profitable Arts: Poetry, and the Mathematichs, take up too great a latitude of the Soule, and moderately used, are good Recreations, but bad Callings, bring nothing but their owne Reward.

Before an experiment can be performed, it must be planned—the question to nature must be formulated before being posed. Before the result of a measurement can be used, it must be interpreted—nature's answer must be understood properly. These two tasks are those of the theorist, who finds himself always more and more dependent on the tools of abstract mathematics. Of course, this does not mean that the experimenter does not also engage in theoretical deliberations. The foremost classical example of a major achievement produced by such a division of labor is the creation of spectrum analysis by the joint efforts of Robert Bunsen, the experimenter, and Gustav Kirchoff, the theorist. Since then, spectrum analysis has been continually developing and bearing ever richer fruit.

Before the introduction of the Arabic notation, multiplication was difficult, and the division even of integers called into play the highest mathematical faculties. Probably nothing in the modern world could have more astonished a Greek mathematician than to learn that, under the influence of compulsory education, the whole population of Western Europe, from the highest to the lowest, could perform the operation of division for the largest numbers. This fact would have seemed to him a sheer impossibility. … Our modern power of easy reckoning with decimal fractions is the most miraculous result of a perfect notation.

Bertrand, Darboux, and Glaisher have compared Cayley to Euler, alike for his range, his analytical power, and, not least, for his prolific production of new views and fertile theories. There is hardly a subject in the whole of pure mathematics at which he has not worked.

Besides accustoming the student to demand, complete proof, and to know when he has not obtained it, mathematical studies are of immense benefit to his education by habituating him to precision. It is one of the peculiar excellencies of mathematical discipline, that the mathematician is never satisfied with à peu près. He requires the exact truth. Hardly any of the non-mathematical sciences, except chemistry, has this advantage. One of the commonest modes of loose thought, and sources of error both in opinion and in practice, is to overlook the importance of quantities. Mathematicians and chemists are taught by the whole course of their studies, that the most fundamental difference of quality depends on some very slight difference in proportional quantity; and that from the qualities of the influencing elements, without careful attention to their quantities, false expectation would constantly be formed as to the very nature and essential character of the result produced.

Boltzmann was both a wizard of a mathematician and a physicist of international renown. The magnitude of his output of scientific papers was positively unnerving. He would publish two, three, sometimes four monographs a year; each one was forbiddingly dense, festooned with mathematics, and as much as a hundred pages in length.

But indeed, the English generally have been very stationary in latter times, and the French, on the contrary, so active and successful, particularly in preparing elementary books, in the mathematical and natural sciences, that those who wish for instruction, without caring from what nation they get it, resort universally to the latter language.

But it is precisely mathematics, and the pure science generally, from which the general educated public and independent students have been debarred, and into which they have only rarely attained more than a very meagre insight. The reason of this is twofold. In the first place, the ascendant and consecutive character of mathematical knowledge renders its results absolutely insusceptible of presentation to persons who are unacquainted with what has gone before, and so necessitates on the part of its devotees a thorough and patient exploration of the field from the very beginning, as distinguished from those sciences which may, so to speak, be begun at the end, and which are consequently cultivated with the greatest zeal. The second reason is that, partly through the exigencies of academic instruction, but mainly through the martinet traditions of antiquity and the influence of mediaeval logic-mongers, the great bulk of the elementary text-books of mathematics have unconsciously assumed a very repellant form,—something similar to what is termed in the theory of protective mimicry in biology “the terrifying form.” And it is mainly to this formidableness and touch-me-not character of exterior, concealing withal a harmless body, that the undue neglect of typical mathematical studies is to be attributed.

But of this I can assure you that there is not a movement of any body of Men however small whether on Horse-back or on foot, nor an operation or March of any description nor any Service in the field that is not formed upon some mathematical principle, and in the performance of which the knowledge and practical application of the mathematicks will be found not only useful but necessary. The application of the Mathematicks to Gunnery, Fortification, Tactics, the survey and knowledge of formal Castrenantion etc. cannot be acquired without study.

By and large it is uniformly true in mathematics that there is a time lapse between a mathematical discovery and the moment when it is useful; and that this lapse of time can be anything from 30 to 100 years, in some cases even more.

From Address (1954) to Princeton Alumni, 'The Role of Mathematics in the Sciences and in Society', published in A.H. Taub (ed.), John von Neumann: Collected Works (1963), Vol. 6, 489. As quoted and cited in Rosemary Schmalz,Out of the Mouths of Mathematicians: A Quotation Book for Philomaths (1993), 123.

Büchsel in his reminiscences from the life of a country parson relates that he sought his recreation in Lacroix’s Differential Calculus and thus found intellectual refreshment for his calling. Instances like this make manifest the great advantage which occupation with mathematics affords to one who lives remote from the city and is compelled to forego the pleasures of art. The entrancing charm of mathematics, which captivates every one who devotes himself to it, and which is comparable to the fine frenzy under whose ban the poet completes his work, has ever been incomprehensible to the spectator and has often caused the enthusiastic mathematician to be held in derision. A classic illustration is the example of Archimedes….

Can science ever be immune from experiments conceived out of prejudices and stereotypes, conscious or not? (Which is not to suggest that it cannot in discrete areas identify and locate verifiable phenomena in nature.) I await the study that says lesbians have a region of the hypothalamus that resembles straight men and I would not be surprised if, at this very moment, some scientist somewhere is studying brains of deceased Asians to see if they have an enlarged ‘math region’ of the brain.

Cayley was singularly learned in the work of other men, and catholic in his range of knowledge. Yet he did not read a memoir completely through: his custom was to read only so much as would enable him to grasp the meaning of the symbols and understand its scope. The main result would then become to him a subject of investigation: he would establish it (or test it) by algebraic analysis and, not infrequently, develop it so to obtain other results. This faculty of grasping and testing rapidly the work of others, together with his great knowledge, made him an invaluable referee; his services in this capacity were used through a long series of years by a number of societies to which he was almost in the position of standing mathematical advisor.

Characteristically skeptical of the idea that living things would faithfully follow mathematical formulas, [Robert Harper] seized upon factors in corn which seemed to blend in the hybrid—rather than be represented by plus or minus signs, and put several seasons into throwing doubt upon the concept of immutable hypothetical units of inheritance concocted to account for selected results.

Chemical engineering is the profession in which a knowledge of mathematics, chemistry and other natural sciences gained by study, experience and practice is applied with judgment to develop economic ways of using materials and energy for the benefit of mankind.

In Article III, 'Definition of the Profession', Constitution of the American Institute of
Chemical Engineers (as amended 17 Jan 2003). The same wording is found in the 1983 Constitution, as quoted in Nicholas A. Peppas (ed.), One Hundred Years of Chemical Engineering: From Lewis M. Norton (M.I.T. 1888) to Present (2012), 334.

Children are told that an apple fell on Isaac Newton’s head and he was led to state the law of gravity. This, of course, is pure foolishness. What Newton discovered was that any two particles in the universe attract each other with a force that is proportional to the product of their masses and inversely proportional to the square of the distance between them. This is not learned from a falling apple, but by observing quantities of data and developing a mathematical theory that can be verified by additional data. Data gathered by Galileo on falling bodies and by Johannes Kepler on motions of the planets were invaluable aids to Newton. Unfortunately, such false impressions about science are not universally outgrown like the Santa Claus myth, and some people who don’t study much science go to their graves thinking that the human race took until the mid-seventeenth century to notice that objects fall.

Classes and concepts may, however, also be conceived as real objects, namely classes as “pluralities of things” or as structures consisting of a plurality of things and concepts as the properties and relations of things existing independently of our definitions and constructions. It seems to me that the assumption of such objects is quite as legitimate as the assumption of physical bodies and there is quite as much reason to believe in their existence. They are in the same sense necessary to obtain a satisfactory system of mathematics as physical bodies are necessary for a satisfactory theory of our sense perceptions…

Confined to its true domain, mathematical reasoning is admirably adapted to perform the universal office of sound logic: to induce in order to deduce, in order to construct. … It contents itself to furnish, in the most favorable domain, a model of clearness, of precision, and consistency, the close contemplation of which is alone able to prepare the mind to render other conceptions also as perfect as their nature permits. Its general reaction, more negative than positive, must consist, above all, in inspiring us everywhere with an invincible aversion for vagueness, inconsistency, and obscurity, which may always be really avoided in any reasoning whatsoever, if we make sufficient effort.

Coterminous with space and coeval with time is the kingdom of Mathematics; within this range her dominion is supreme; otherwise than according to her order nothing can exist; in contradiction to her laws nothing takes place. On her mysterious scroll is to be found written for those who can read it that which has been, that which is, and that which is to come.

Deductivism in mathematical literature and inductivism in scientific papers are simply the postures we choose to be seen in when the curtain goes up and the public sees us. The theatrical illusion is shattered if we ask what goes on behind the scenes. In real life discovery and justification are almost always different processes.

Definition of Mathematics.—It has now become apparent that the traditional field of mathematics in the province of discrete and continuous number can only be separated from the general abstract theory of classes and relations by a wavering and indeterminate line. Of course a discussion as to the mere application of a word easily degenerates into the most fruitless logomachy. It is open to any one to use any word in any sense. But on the assumption that “mathematics” is to denote a science well marked out by its subject matter and its methods from other topics of thought, and that at least it is to include all topics habitually assigned to it, there is now no option but to employ “mathematics” in the general sense of the “science concerned with the logical deduction of consequences from the general premisses of all reasoning.”

In article 'Mathematics', Encyclopedia Britannica (1911, 11th ed.), Vol. 17, 880. In the 2006 DVD edition of the encyclopedia, the definition of mathematics is given as “The science of structure, order, and relation that has evolved from elemental practices of counting, measuring, and describing the shapes of objects.” [Premiss is a variant form of “premise”. —Webmaster]

Difficulties [in defining mathematics with full generality, yet simplicity] are but consequences of our refusal to see that mathematics cannot be defined without acknowledging its most obvious feature: namely, that it is interesting. Nowhere is intellectual beauty so deeply felt and fastidiously appreciated.

Dirichlet was not satisfied to study Gauss’ Disquisitiones arithmetical once or several times, but continued throughout life to keep in close touch with the wealth of deep mathematical thoughts which it contains by perusing it again and again. For this reason the book was never placed on the shelf but had an abiding place on the table at which he worked. … Dirichlet was the first one, who not only fully understood this work, but made it also accessible to others.

Distrust even Mathematics; albeit so sublime and highly perfected, we have here a machine of such delicacy it can only work in vacuo, and one grain of sand in the wheels is enough to put everything out of gear. One shudders to think to what disaster such a grain of sand may bring a Mathematical brain. Remember Pascal.

In letter (7 Jan 1943) to Barbara Wilson, a junior high school student, who had difficulties in school with mathematics. In Einstein Archives, 42-606. Quoted in Alice Calaprice, Dear Professor Einstein: Albert Einstein's Letters to and from Children (2002), 140.

Don’t talk to me of your Archimedes’ lever. He was an absent-minded person with a mathematical imagination. Mathematics commands all my respect, but I have no use for engines. Give me the right word and the right accent and I will move the world.

Doubtless the reasoning faculty, the mind, is the leading and characteristic attribute of the human race. By the exercise of this, man arrives at the properties of the natural bodies. This is science, properly and emphatically so called. It is the science of pure mathematics; and in the high branches of this science lies the truly sublime of human acquisition. If any attainment deserves that epithet, it is the knowledge, which, from the mensuration of the minutest dust of the balance, proceeds on the rising scale of material bodies, everywhere weighing, everywhere measuring, everywhere detecting and explaining the laws of force and motion, penetrating into the secret principles which hold the universe of God together, and balancing worlds against worlds, and system against system. When we seek to accompany those who pursue studies at once so high, so vast, and so exact; when we arrive at the discoveries of Newton, which pour in day on the works of God, as if a second fiat had gone forth from his own mouth; when, further, we attempt to follow those who set out where Newton paused, making his goal their starting-place, and, proceeding with demonstration upon demonstration, and discovery upon discovery, bring new worlds and new systems of worlds within the limits of the known universe, failing to learn all only because all is infinite; however we may say of man, in admiration of his physical structure, that “in form and moving he is express and admirable,” it is here, and here without irreverence, we may exclaim, “In apprehension how like a god!” The study of the pure mathematics will of course not be extensively pursued in an institution, which, like this [Boston Mechanics’ Institute], has a direct practical tendency and aim. But it is still to be remembered, that pure mathematics lie at the foundation of mechanical philosophy, and that it is ignorance only which can speak or think of that sublime science as useless research or barren speculation.

During the last two centuries and a half, physical knowledge has been gradually made to rest upon a basis which it had not before. It has become mathematical. The question now is, not whether this or that hypothesis is better or worse to the pure thought, but whether it accords with observed phenomena in those consequences which can be shown necessarily to follow from it, if it be true

During the three years which I spent at Cambridge my time was wasted, as far as the academical studies were concerned…. I attempted mathematics, … but I got on very slowly. The work was repugnant to me, chiefly from my not being able to see any meaning in the early steps in algebra. This impatience was very foolish…

Each generation has its few great mathematicians, and mathematics would not even notice the absence of the others. They are useful as teachers, and their research harms no one, but it is of no importance at all. A mathematician is great or he is nothing.

Each thing in the world has names or unnamed relations to everything else. Relations are infinite in number and kind. To be is to be related. It is evident that the understanding of relations is a major concern of all men and women. Are relations a concern of mathematics? They are so much its concern that mathematics is sometimes defined to be the science of relations.

Education is like a diamond with many facets: It includes the basic mastery of numbers and letters that give us access to the treasury of human knowledge, accumulated and refined through the ages; it includes technical and vocational training as well as instruction in science, higher mathematics, and humane letters.

Einstein, twenty-six years old, only three years away from crude privation, still a patent examiner, published in the Annalen der Physik in 1905 five papers on entirely different subjects. Three of them were among the greatest in the history of physics. One, very simple, gave the quantum explanation of the photoelectric effect—it was this work for which, sixteen years later, he was awarded the Nobel prize. Another dealt with the phenomenon of Brownian motion, the apparently erratic movement of tiny particles suspended in a liquid: Einstein showed that these movements satisfied a clear statistical law. This was like a conjuring trick, easy when explained: before it, decent scientists could still doubt the concrete existence of atoms and molecules: this paper was as near to a direct proof of their concreteness as a theoretician could give. The third paper was the special eory of relativity, which quietly amalgamated space, time, and matter into one fundamental unity. This last paper contains no references and quotes no authority. All of them are written in a style unlike any other theoretical physicist's. They contain very little mathematics. There is a good deal of verbal commentary. The conclusions, the bizarre conclusions, emerge as though with the greatest of ease: the reasoning is unbreakable. It looks as though he had reached the conclusions by pure thought, unaided, without listening to the opinions of others. To a surprisingly large extent, that is precisely what he had done.

ENGINEER, in the military art, an able expert man, who, by a perfect knowledge in mathematics, delineates upon paper, or marks upon the ground, all sorts of forts, and other works proper for offence and defence. He should understand the art of fortification, so as to be able, not only to discover the defects of a place, but to find a remedy proper for them; as also how to make an attack upon, as well as to defend, the place. Engineers are extremely necessary for these purposes: wherefore it is requisite that, besides being ingenious, they should be brave in proportion. When at a siege the engineers have narrowly surveyed the place, they are to make their report to the general, by acquainting him which part they judge the weakest, and where approaches may be made with most success. Their business is also to delineate the lines of circumvallation and contravallation, taking all the advantages of the ground; to mark out the trenches, places of arms, batteries, and lodgments, taking care that none of their works be flanked or discovered from the place. After making a faithful report to the general of what is a-doing, the engineers are to demand a sufficient number of workmen and utensils, and whatever else is necessary.

Engineering is quite different from science. Scientists try to understand nature. Engineers try to make things that do not exist in nature. Engineers stress invention. To embody an invention the engineer must put his idea in concrete terms, and design something that people can use. That something can be a device, a gadget, a material, a method, a computing program, an innovative experiment, a new solution to a problem, or an improvement on what is existing. Since a design has to be concrete, it must have its geometry, dimensions, and characteristic numbers. Almost all engineers working on new designs find that they do not have all the needed information. Most often, they are limited by insufficient scientific knowledge. Thus they study mathematics, physics, chemistry, biology and mechanics. Often they have to add to the sciences relevant to their profession. Thus engineering sciences are born.

Engineering is the application of scientific and mathematical principles to practical ends such as the design, manufacture, and operation of efficient and economical structures, machines, processes, and systems.

Engineering is the profession in which a knowledge of the mathematical and natural sciences gained by study, experience, and practice is applied with judgment to develop ways to utilize, economically, the materials and forces of nature for the benefit of mankind.

In EAC Criteria for 1999-2000 as cited in Charles R. Lord, Guide to Information Sources in Engineering (2000), 5. Found in many sources, and earlier, for example, Otis E. Lancaster, American Society for Engineering Education, Engineers' Council for Professional Development, Achieve Learning Objectives (1962), 8.

Engineers apply the theories and principles of science and mathematics to research and develop economical solutions to practical technical problems. Their work is the link between scientific discoveries and commercial applications. Engineers design products, the machinery to build those products, the factories in which those products are made, and the systems that ensure the quality of the product and efficiency of the workforce and manufacturing process. They design, plan, and supervise the construction of buildings, highways, and transit systems. They develop and implement improved ways to extract, process, and use raw materials, such as petroleum and natural gas. They develop new materials that both improve the performance of products, and make implementing advances in technology possible. They harness the power of the sun, the earth, atoms, and electricity for use in supplying the Nation’s power needs, and create millions of products using power. Their knowledge is applied to improving many things, including the
quality of health care, the safety of food products, and the efficient operation of financial systems.

Bureau of Labor Statistics, Occupational Outlook Handbook (2000) as quoted in Charles R. Lord. Guide to Information Sources in Engineering (2000), 5. This definition has been revised and expanded over time in different issues of the Handbook.

Eratosthenes of Cyrene, employing mathematical theories and geometrical methods, discovered from the course of the sun, the shadows cast by an equinoctial gnomon, and the inclination of the heaven that the circumference of the earth is two hundred and fifty-two thousand stadia, that is, thirty-one million five hundred thousand paces.

Essentially all civilizations that rose to the level of possessing an urban culture had need for two forms of science-related technology, namely, mathematics for land measurements and commerce and astronomy for time-keeping in agriculture and aspects of religious rituals.

Euclid and Archimedes are allowed to be knowing, and to have demonstrated what they say: and yet whosoever shall read over their writings without perceiving the connection of their proofs, and seeing what they show, though he may understand all their words, yet he is not the more knowing. He may believe, indeed, but does not know what they say, and so is not advanced one jot in mathematical knowledge by all his reading of those approved mathematicians.

'Geometry', Encyclopedia Britannica, 9th edition. In George Edward Martin, The Foundations of Geometry and the Non-Euclidean Plane (1982), 130. This is part of a longer quote, which begins “In Euclid each proposition…”, on the Arthur Cayley Quotes page of this website.

Euclidean mathematics assumes the completeness and invariability of mathematical forms; these forms it describes with appropriate accuracy and enumerates their inherent and related properties with perfect clearness, order, and completeness, that is, Euclidean mathematics operates on forms after the manner that anatomy operates on the dead body and its members. On the other hand, the mathematics of variable magnitudes—function theory or analysis—considers mathematical forms in their genesis. By writing the equation of the parabola, we express its law of generation, the law according to which the variable point moves. The path, produced before the eyes of the student by a point moving in accordance to this law, is the parabola.If, then, Euclidean mathematics treats space and number forms after the manner in which anatomy treats the dead body, modern mathematics deals, as it were, with the living body, with growing and changing forms, and thus furnishes an insight, not only into nature as she is and appears, but also into nature as she generates and creates,—reveals her transition steps and in so doing creates a mind for and understanding of the laws of becoming. Thus modern mathematics bears the same relation to Euclidean mathematics that physiology or biology … bears to anatomy.

Even if there is only one possible unified theory, it is just a set of rules and equations. What is it that breathes fire into the equations and makes a universe for them to describe? The usual approach of science of constructing a mathematical model cannot answer the questions of why there should be a universe for the model to describe. Why does the universe go to all the bother of existing?

(1931). As quoted, without citation, in Eric Temple Bell, 'They Say, What They Say, Let Them Say', Men of Mathematics (1937, 2014), Vol. 2, xvii. Webmaster has searched, but not yet found a primary source. Can you help?

Every discipline must be honored for reason other than its utility, otherwise it yields no enthusiasm for industry.For both reasons, I consider mathematics the chief subject for the common school. No more highly honored exercise for the mind can be found; the buoyancy [Spannkraft] which it produces is even greater than that produced by the ancient languages, while its utility is unquestioned.

Every mathematical book that is worth reading must be read “backwards and forwards”, if I may use the expression. I would modify Lagrange’s advice a little and say, “Go on, but often return to strengthen your faith.” When you come on a hard or dreary passage, pass it over; and come back to it after you have seen its importance or found the need for it further on.

Every new theory as it arises believes in the flush of youth that it has the long sought goal; it sees no limits to its applicability, and believes that at last it is the fortunate theory to achieve the 'right' answer. This was true of electron theory—perhaps some readers will remember a book called The Electrical Theory of the Universe by de Tunzelman. It is true of general relativity theory with its belief that we can formulate a mathematical scheme that will extrapolate to all past and future time and the unfathomed depths of space. It has been true of wave mechanics, with its first enthusiastic claim a brief ten years ago that no problem had successfully resisted its attack provided the attack was properly made, and now the disillusionment of age when confronted by the problems of the proton and the neutron. When will we learn that logic, mathematics, physical theory, are all only inventions for formulating in compact and manageable form what we already know, like all inventions do not achieve complete success in accomplishing what they were designed to do, much less complete success in fields beyond the scope of the original design, and that our only justification for hoping to penetrate at all into the unknown with these inventions is our past experience that sometimes we have been fortunate enough to be able to push on a short distance by acquired momentum.

Everyone makes for himself a clear idea of the motion of a point, that is to say, of the motion of a corpuscle which one supposes to be infinitely small, and which one reduces by thought in some way to a mathematical point.

Everywhere in nature we seek some certainty, but all this is nothing more than an arrangement of the dark feeling of our own. All the mathematical laws that we find in Nature are always suspicious to me, despite their beauty. They give me no pleasure. They are merely expedients. Everything is not true at close range.

Experiments may be of two kinds: experiments of simple fact, and experiments of quantity. ...[In the latter] the conditions will ... vary, not in quality, but quantity, and the effect will also vary in quantity, so that the result of quantitative induction is also to arrive at some mathematical expression involving the quantity of each condition, and expressing the quantity of the result. In other words, we wish to know what function the effect is of its conditions. We shall find that it is one thing to obtain the numerical results, and quite another thing to detect the law obeyed by those results, the latter being an operation of an inverse and tentative character.

Few will deny that even in the first scientific instruction in mathematics the most rigorous method is to be given preference over all others. Especially will every teacher prefer a consistent proof to one which is based on fallacies or proceeds in a vicious circle, indeed it will be morally impossible for the teacher to present a proof of the latter kind consciously and thus in a sense deceive his pupils. Notwithstanding these objectionable so-called proofs, so far as the foundation and the development of the system is concerned, predominate in our textbooks to the present time. Perhaps it will be answered, that rigorous proof is found too difficult for the pupil’s power of comprehension. Should this be anywhere the case,—which would only indicate some defect in the plan or treatment of the whole,—the only remedy would be to merely state the theorem in a historic way, and forego a proof with the frank confession that no proof has been found which could be comprehended by the pupil; a remedy which is ever doubtful and should only be applied in the case of extreme necessity. But this remedy is to be preferred to a proof which is no proof, and is therefore either wholly unintelligible to the pupil, or deceives him with an appearance of knowledge which opens the door to all superficiality and lack of scientific method.

Finite systems of deterministic ordinary nonlinear differential equations may be designed to represent forced dissipative hydrodynamic flow. Solutions of these equations can be identified with trajectories in phase space. For those systems with bounded solutions, it is found that nonperiodic solutions are ordinarily unstable with respect to small modifications, so that slightly differing initial states can evolve into considerably different states. Systems with bounded solutions are shown to possess bounded numerical solutions.A simple system representing cellular convection is solved numerically. All of the solutions are found to be unstable, and almost all of them are nonperiodic.The feasibility of very-long-range weather prediction is examined in the light of these results

First of all, we ought to observe, that mathematical propositions, properly so called, are always judgments a priori, and not empirical, because they carry along with them necessity, which can never be deduced from experience. If people should object to this, I am quite willing to confine my statements to pure mathematics, the very concept of which implies that it does not contain empirical, but only pure knowledge a priori.

First, as concerns the success of teaching mathematics. No instruction in the high schools is as difficult as that of mathematics, since the large majority of students are at first decidedly disinclined to be harnessed into the rigid framework of logical conclusions. The interest of young people is won much more easily, if sense-objects are made the starting point and the transition to abstract formulation is brought about gradually. For this reason it is psychologically quite correct to follow this course.Not less to be recommended is this course if we inquire into the essential purpose of mathematical instruction. Formerly it was too exclusively held that this purpose is to sharpen the understanding. Surely another important end is to implant in the student the conviction that correct thinking based on true premises secures mastery over the outer world. To accomplish this the outer world must receive its share of attention from the very beginning.Doubtless this is true but there is a danger which needs pointing out. It is as in the case of language teaching where the modern tendency is to secure in addition to grammar also an understanding of the authors. The danger lies in grammar being completely set aside leaving the subject without its indispensable solid basis. Just so in Teaching of Mathematics it is possible to accumulate interesting applications to such an extent as to stunt the essential logical development. This should in no wise be permitted, for thus the kernel of the whole matter is lost. Therefore: We do want throughout a quickening of mathematical instruction by the introduction of applications, but we do not want that the pendulum, which in former decades may have inclined too much toward the abstract side, should now swing to the other extreme; we would rather pursue the proper middle course.

First, [Newton’s Law of Universal Gravitation] is mathematical in its expression…. Second, it is not exact; Einstein had to modify it…. There is always an edge of mystery, always a place where we have some fiddling around to do yet…. But the most impressive fact is that gravity is simple…. It is simple, and therefore it is beautiful…. Finally, comes the universality of the gravitational law and the fact that it extends over such enormous distances…

For all their wealth of content, for all the sum of history and social institution invested in them, music, mathematics, and chess are resplendently useless (applied mathematics is a higher plumbing, a kind of music for the police band). They are metaphysically trivial, irresponsible. They refuse to relate outward, to take reality for arbiter. This is the source of their witchery.

For it being the nature of the mind of man (to the extreme prejudice of knowledge) to delight in the spacious liberty of generalities, as in a champion region, and not in the enclosures of particularity; the Mathematics were the goodliest fields to satisfy that appetite.

For many parts of Nature can neither be invented with sufficient subtlety, nor demonstrated with sufficient perspicuity, nor accommodated to use with sufficient dexterity, without the aid and intervention of Mathematic: of which sort are Perspective, Music, Astronomy, cosmography, Architecture, Machinery, and some others.

In De Augmentis, Bk. 3; The Advancement of Learning (1605), Book 3. As translated in Francis Bacon, ‎James Spedding and ‎Robert Leslie Ellis, 'Of the great Appendix of Natural Philosophy, both Speculative and Operative, namely Mathematic; and that it ought rather
to be placed among Appendices than among Substantive Sciences. Division of Mathematic into Pure and Mixed', The Works of Francis Bacon (1858), Vol. 4, Chap. 6, 371.

For twenty pages perhaps, he read slowly, carefully, dutifully, with pauses for self-examination and working out examples. Then, just as it was working up and the pauses should have been more scrupulous than ever, a kind of swoon and ecstasy would fall on him, and he read ravening on, sitting up till dawn to finish the book, as though it were a novel. After that his passion was stayed; the book went back to the Library and he was done with mathematics till the next bout. Not much remained with him after these orgies, but something remained: a sensation in the mind, a worshiping acknowledgment of something isolated and unassailable, or a remembered mental joy at the rightness of thoughts coming together to a conclusion, accurate thoughts, thoughts in just intonation, coming together like unaccompanied voices coming to a close.

For we may remark generally of our mathematical researches, that these auxiliary quantities, these long and difficult calculations into which we are often drawn, are almost always proofs that we have not in the beginning considered the objects themselves so thoroughly and directly as their nature requires, since all is abridged and simplified, as soon as we place ourselves in a right point of view.

For, in mathematics or symbolic logic, reason can crank out the answer from the symboled equations—even a calculating machine can often do so—but it cannot alone set up the equations. Imagination resides in the words which define and connect the symbols—subtract them from the most aridly rigorous mathematical treatise and all meaning vanishes. Was it Eddington who said that we once thought if we understood 1 we understood 2, for 1 and 1 are 2, but we have since found we must learn a good deal more about “and”?

For, Mathematical Demonstrations being built upon the impregnable Foundations of Geometry and Arithmetick, are the only Truths, that can sink into the Mind of Man, void of all Uncertainty; and all other Discourses participate more or less of Truth, according as their Subjects are more or less capable of Mathematical Demonstration.

Formal thought, consciously recognized as such, is the means of all exact knowledge; and a correct understanding of the main formal sciences, Logic and Mathematics, is the proper and only safe foundation for a scientific education.

Fractal is a word invented by Mandelbrot to bring together under one heading a large class of objects that have [played] … an historical role … in the development of pure mathematics. A great revolution of ideas separates the classical mathematics of the 19th century from the modern mathematics of the 20th. Classical mathematics had its roots in the regular geometric structures of Euclid and the continuously evolving dynamics of Newton. Modern mathematics began with Cantor’s set theory and Peano’s space-filling curve. Historically, the revolution was forced by the discovery of mathematical structures that did not fit the patterns of Euclid and Newton. These new structures were regarded … as “pathological,” .… as a “gallery of monsters,” akin to the cubist paintings and atonal music that were upsetting established standards of taste in the arts at about the same time. The mathematicians who created the monsters regarded them as important in showing that the world of pure mathematics contains a richness of possibilities going far beyond the simple structures that they saw in Nature. Twentieth-century mathematics flowered in the belief that it had transcended completely the limitations imposed by its natural origins.Now, as Mandelbrot points out, … Nature has played a joke on the mathematicians. The 19th-century mathematicians may not have been lacking in imagination, but Nature was not. The same pathological structures that the mathematicians invented to break loose from 19th-century naturalism turn out to be inherent in familiar objects all around us.

From a mathematical standpoint it is possible to have infinite space. In a mathematical sense space is manifoldness, or combinations of numbers. Physical space is known as the 3-dimension system. There is the 4-dimension system, the 10-dimension system.

From Pythagoras (ca. 550 BC) to Boethius (ca AD 480-524), when pure mathematics consisted of arithmetic and geometry while applied mathematics consisted of music and astronomy, mathematics could be characterized as the deductive study of “such abstractions as quantities and their consequences, namely figures and so forth” (Aquinas ca. 1260). But since the emergence of abstract algebra it has become increasingly difficult to formulate a definition to cover the whole of the rich, complex and expanding domain of mathematics.

From the age of 13, I was attracted to physics and mathematics. My interest in these subjects derived mostly from popular science books that I read avidly. Early on I was fascinated by theoretical physics and determined to become a theoretical physicist. I had no real idea what that meant, but it seemed incredibly exciting to spend one's life attempting to find the secrets of the universe by using one's mind.

Gel’fand amazed me by talking of mathematics as though it were poetry. He once said about a long paper bristling with formulas that it contained the vague beginnings of an idea which could only hint at and which he had never managed to bring out more clearly. I had always thought of mathematics as being much more straightforward: a formula is a formula, and an algebra is an algebra, but Gel’fand found hedgehogs lurking in the rows of his spectral sequences!

Generality of points of view and of methods, precision and elegance in presentation, have become, since Lagrange, the common property of all who would lay claim to the rank of scientific mathematicians. And, even if this generality leads at times to abstruseness at the expense of intuition and applicability, so that general theorems are formulated which fail to apply to a single special case, if furthermore precision at times degenerates into a studied brevity which makes it more difficult to read an article than it was to write it; if, finally, elegance of form has well-nigh become in our day the criterion of the worth or worthlessness of a proposition,—yet are these conditions of the highest importance to a wholesome development, in that they keep the scientific material within the limits which are necessary both intrinsically and extrinsically if mathematics is not to spend itself in trivialities or smother in profusion.

Genetics is the first biological science which got in the position in which physics has been in for many years. One can justifiably speak about such a thing as theoretical mathematical genetics, and experimental genetics, just as in physics. There are some mathematical geniuses who work out what to an ordinary person seems a fantastic kind of theory. This fantastic kind of theory nevertheless leads to experimentally verifiable prediction, which an experimental physicist then has to test the validity of. Since the times of Wright, Haldane, and Fisher, evolutionary genetics has been in a similar position.

Geology has its peculiar difficulties, from which all other sciences are exempt. Questions in chemistry may be settled in the laboratory by experiment. Mathematical and philosophical questions may be discussed, while the materials for discussion are ready furnished by our own intellectual reflections. Plants, animals and minerals, may be arranged in the museum, and all questions relating to their intrinsic principles may be discussed with facility. But the relative positions, the shades of difference, the peculiar complexions, whether continuous or in subordinate beds, are subjects of enquiry in settling the character of rocks, which can be judged of while they are in situ only.

Get into any taxi and tell the driver you are a mathematician and the response is predictable … you will hear the immortal words: “I was never any good at mathematics.” My response is: “I was never any good at being a taxi driver so I went into mathematics.”

Given any domain of thought in which the fundamental objective is a knowledge that transcends mere induction or mere empiricism, it seems quite inevitable that its processes should be made to conform closely to the pattern of a system free of ambiguous terms, symbols, operations, deductions; a system whose implications and assumptions are unique and consistent; a system whose logic confounds not the necessary with the sufficient where these are distinct; a system whose materials are abstract elements interpretable as reality or unreality in any forms whatsoever provided only that these forms mirror a thought that is pure. To such a system is universally given the name MATHEMATICS.

Given for one instant an intelligence which could comprehend all the forces by which nature is animated and the respective situation of the beings which compose it—an intelligence sufficiently vast to submit these data to analysis, it would embrace in the same formula the movements of the greatest bodies in the universe and those of the lightest atom; to it nothing would be uncertain, and the future as the past would be present to its eyes.

Given as “A. Weil has said…”, in Paul C. Rosenbloom, The Elements of Mathematical Logic (1950), 72. Note that Rosenbloom gives the quote in narrative form, not within quotation marks, which suggests these words may not be verbatim. Later texts have added quotation marks [which may not be justified. —Webmaster] As yet, Webmaster has not found an earlier source to validate whether the quotations marks can be used. (Can you help?)

Marginal note (c. 1808) written in his copy of 'Discourse VII', The Works of Sir Joshua Reynolds (1798), beside “…as true as mathematical demonstration…”. As given in William Blake, Edwin John Ellis (ed.) and William Butler Yeats (ed.), The Works of William Blake (1893), Vol. 2, 340.

Gradually, at various points in our childhoods, we discover different forms of conviction. There’s the rock-hard certainty of personal experience (“I put my finger in the fire and it hurt,”), which is probably the earliest kind we learn. Then there’s the logically convincing, which we probably come to first through maths, in the context of Pythagoras’s theorem or something similar, and which, if we first encounter it at exactly the right moment, bursts on our minds like sunrise with the whole universe playing a great chord of C Major.

Guided only by their feeling for symmetry, simplicity, and generality, and an indefinable sense of the fitness of things, creative mathematicians now, as in the past, are inspired by the art of mathematics rather than by any prospect of ultimate usefulness.

Gödel proved that the world of pure mathematics is inexhaustible; no finite set of axioms and rules of inference can ever encompass the whole of mathematics; given any finite set of axioms, we can find meaningful mathematical questions which the axioms leave unanswered. I hope that an analogous Situation exists in the physical world. If my view of the future is correct, it means that the world of physics and astronomy is also inexhaustible; no matter how far we go into the future, there will always be new things happening, new information coming in, new worlds to explore, a constantly expanding domain of life, consciousness, and memory.

From Lecture 1, 'Philosophy', in a series of four James Arthur Lectures, 'Lectures on Time and its Mysteries' at New York University (Autumn 1978). Printed in 'Time Without End: Physics and Biology in an Open Universe', Reviews of Modern Physics (Jul 1979), 51, 449.

Hardly a pure science, history is closer to animal husbandry than it is to mathematics, in that it involves selective breeding. The principal difference between the husbandryman and the historian is that the former breeds sheep or cows or such, and the latter breeds (assumed) facts. The husbandryman uses his skills to enrich the future; the historian uses his to enrich the past. Both are usually up to their ankles in bullshit.

Has Matter more than Motion? Has it Thought,Judgment, and Genius? Is it deeply learn’dIn Mathematics? Has it fram’d such Laws,Which, but to guess, a Newton made immortal?—If so, how each sage Atom laughs at me,Who think a Clod inferior to a Man!

Having been the discoverer of many splendid things, he is said to have asked his friends and relations that, after his death, they should place on his tomb a cylinder enclosing a sphere, writing on it the proportion of the containing solid to that which is contained.

He that could teach mathematics well, would not be a bad teacher in any of [physics, chemistry, biology or psychology] unless by the accident of total inaptitude for experimental illustration; while the mere experimentalist is likely to fall into the error of missing the essential condition of science as reasoned truth; not to speak of the danger of making the instruction an affair of sensation, glitter, or pyrotechnic show.

He was not a mathematician–he never even took a maths class after high school–yet Martin Gardner, who has died aged 95, was arguably the most influential and inspirational figure in mathematics in the second half of the last century.

He who gives a portion of his time and talent to the investigation of mathematical truth will come to all other questions with a decided advantage over his opponents. He will be in argument what the ancient Romans were in the field: to them the day of battle was a day of comparative recreation, because they were ever accustomed to exercise with arms much heavier than they fought; and reviews differed from a real battle in two respects: they encountered more fatigue, but the victory was bloodless.

He [Sylvester] had one remarkable peculiarity. He seldom remembered theorems, propositions, etc., but had always to deduce them when he wished to use them. In this he was the very antithesis of Cayley, who was thoroughly conversant with everything that had been done in every branch of mathematics.I remember once submitting to Sylvester some investigations that I had been engaged on, and he immediately denied my first statement, saying that such a proposition had never been heard of, let alone proved. To his astonishment, I showed him a paper of his own in which he had proved the proposition; in fact, I believe the object of his paper had been the very proof which was so strange to him.

Here arises a puzzle that has disturbed scientists of all periods. How can it be that mathematics, being after all a product of human thought which is independent of experience, is so admirably appropriate to the objects of reality? Is human reason, then, without experience, merely by taking thought, able to fathom the properties of real things?

From 'Geometry and Experience', an expanded form of an Address by Albert Einstein to the Prussian Academy of Sciences in Berlin (27 Jan 1921). In Albert Einstein, translated by G. B. Jeffery and W. Perrett, Sidelights on Relativity (1923).

Here I shall present, without using Analysis [mathematics], the principles and general results of the Théorie, applying them to the most important questions of life, which are indeed, for the most part, only problems in probability. One may even say, strictly speaking, that almost all our knowledge is only probable; and in the small number of things that we are able to know with certainty, in the mathematical sciences themselves, the principal means of arriving at the truth—induction and analogy—are based on probabilities, so that the whole system of human knowledge is tied up with the theory set out in this essay.

A toast, variously attributed as used of old at Cambridge University, or as used by G.N. Hardy (according to Arthur C. Clarke in 'The Joy of Maths', Greetings, Carbon-Based Bipeds!: Collected Essays, 1934-1998 (2001), 460).

His [Thomas Edison] method was inefficient in the extreme, for an immense ground had to be covered to get anything at all unless blind chance intervened and, at first, I was almost a sorry witness of his doings, knowing that just a little theory and calculation would have saved him 90 per cent of the labor. But he had a veritable contempt for book learning and mathematical knowledge, trusting himself entirely to his inventor's instinct and practical American sense. In view of this, the truly prodigious amount of his actual accomplishments is little short of a miracle.

How can a modern anthropologist embark upon a generalization with any hope of arriving at a satisfactory conclusion? By thinking of the organizational ideas that are present in any society as a mathematical pattern.

How can you shorten the subject? That stern struggle with the multiplication table, for many people not yet ended in victory, how can you make it less? Square root, as obdurate as a hardwood stump in a pasture nothing but years of effort can extract it. You can’t hurry the process. Or pass from arithmetic to algebra; you can’t shoulder your way past quadratic equations or ripple through the binomial theorem. Instead, the other way; your feet are impeded in the tangled growth, your pace slackens, you sink and fall somewhere near the binomial theorem with the calculus in sight on the horizon. So died, for each of us, still bravely fighting, our mathematical training; except for a set of people called “mathematicians”—born so, like crooks.

How is it that there are so many minds that are incapable of understanding mathematics? ... the skeleton of our understanding, ... and actually they are the majority. ... We have here a problem that is not easy of solution, but yet must engage the attention of all who wish to devote themselves to education.

Humanism is only another name for spiritual laziness, or a vague half-creed adopted by men of science and logicians whose heads are too occupied with the world of mathematics and physics to worry about religious categories.

From 'Everybody a Mathematician', CAIP Quarterly (Fall 1989), 2, as quoted and cited, as a space filler following article Reinhard C. Laubenbacher and Michael Siddoway, 'Great Problems of Mathematics: A Summer Workshop for High School Students', The College Mathematics Journal (Mar 1994), 25, No. 2, 114.

I also require much time to ponder over the matters themselves, and particularly the principles of mechanics (as the very words: force, time, space, motion indicate) can occupy one severely enough; likewise, in mathematics, the meaning of imaginary quantities, of the infinitesimally small and infinitely large and similar matters.

I am of the decided opinion, that mathematical instruction must have for its first aim a deep penetration and complete command of abstract mathematical theory together with a clear insight into the structure of the system, and doubt not that the instruction which accomplishes this is valuable and interesting even if it neglects practical applications. If the instruction sharpens the understanding, if it arouses the scientific interest, whether mathematical or philosophical, if finally it calls into life an esthetic feeling for the beauty of a scientific edifice, the instruction will take on an ethical value as well, provided that with the interest it awakens also the impulse toward scientific activity. I contend, therefore, that even without reference to its applications mathematics in the high schools has a value equal to that of the other subjects of instruction.

I beg to introduce myself to you as a clerk in the Accounts Department of the Port Trust Office at Madras on a salary of only £20 per annum. I am now about 23 years of age. … After leaving school I have been employing the spare time at my disposal to work at Mathematics.

Opening lines of first letter to G.H. Hardy (16 Jan 1913). In Collected Papers of Srinivasa Ramanujan (1927), xxiii. Hardy notes he did “seem to remember his telling me that his friends had given him some assistance” in writing the letter because Ramanujan's “knowledge of English, at that stage of his life, could scarcely have been sufficient.”

I believe that mathematical reality lies outside us, that our function is to discover or observe it, and that the theorems which we prove, and which we describe grandiloquently as our “creations,” are simply the notes of our observations.

I believe that the useful methods of mathematics are easily to be learned by quite young persons, just as languages are easily learned in youth. What a wondrous philosophy and history underlie the use of almost every word in every language—yet the child learns to use the word unconsciously. No doubt when such a word was first invented it was studied over and lectured upon, just as one might lecture now upon the idea of a rate, or the use of Cartesian co-ordinates, and we may depend upon it that children of the future will use the idea of the calculus, and use squared paper as readily as they now cipher. … When Egyptian and Chaldean philosophers spent years in difficult calculations, which would now be thought easy by young children, doubtless they had the same notions of the depth of their knowledge that Sir William Thomson might now have of his. How is it, then, that Thomson gained his immense knowledge in the time taken by a Chaldean philosopher to acquire a simple knowledge of arithmetic? The reason is plain. Thomson, when a child, was taught in a few years more than all that was known three thousand years ago of the properties of numbers. When it is found essential to a boy’s future that machinery should be given to his brain, it is given to him; he is taught to use it, and his bright memory makes the use of it a second nature to him; but it is not till after-life that he makes a close investigation of what there actually is in his brain which has enabled him to do so much. It is taken because the child has much faith. In after years he will accept nothing without careful consideration. The machinery given to the brain of children is getting more and more complicated as time goes on; but there is really no reason why it should not be taken in as early, and used as readily, as were the axioms of childish education in ancient Chaldea.

I can only compare their [Hindu] astronomical and mathematical literature … to a mixture of pearl shells and sour dates, or of pearls and dung, or of costly crystals and common pebbles. Both kinds of things are equal in their eyes, since they cannot rise themselves to the methods of strictly scientific deduction.

I can see him now at the blackboard, chalk in one hand and rubber in the other, writing rapidly and erasing recklessly, pausing every few minutes to face the class and comment earnestly, perhaps on the results of an elaborate calculation, perhaps on the greatness of the Creator, perhaps on the beauty and grandeur of Mathematics, always with a capital M. To him mathematics was not the handmaid of philosophy. It was not a humanly devised instrument of investigation, it was Philosophy itself, the divine revealer of TRUTH.

I can see him [Sylvester] now, with his white beard and few locks of gray hair, his forehead wrinkled o’er with thoughts, writing rapidly his figures and formulae on the board, sometimes explaining as he wrote, while we, his listeners, caught the reflected sounds from the board. But stop, something is not right, he pauses, his hand goes to his forehead to help his thought, he goes over the work again, emphasizes the leading points, and finally discovers his difficulty. Perhaps it is some error in his figures, perhaps an oversight in the reasoning. Sometimes, however, the difficulty is not elucidated, and then there is not much to the rest of the lecture. But at the next lecture we would hear of some new discovery that was the outcome of that difficulty, and of some article for the Journal, which he had begun. If a text-book had been taken up at the beginning, with the intention of following it, that text-book was most likely doomed to oblivion for the rest of the term, or until the class had been made listeners to every new thought and principle that had sprung from the laboratory of his mind, in consequence of that first difficulty. Other difficulties would soon appear, so that no text-book could last more than half of the term. In this way his class listened to almost all of the work that subsequently appeared in the Journal. It seemed to be the quality of his mind that he must adhere to one subject. He would think about it, talk about it to his class, and finally write about it for the Journal. The merest accident might start him, but once started, every moment, every thought was given to it, and, as much as possible, he read what others had done in the same direction; but this last seemed to be his real point; he could not read without finding difficulties in the way of understanding the author. Thus, often his own work reproduced what had been done by others, and he did not find it out until too late.A notable example of this is in his theory of cyclotomic functions, which he had reproduced in several foreign journals, only to find that he had been greatly anticipated by foreign authors. It was manifest, one of the critics said, that the learned professor had not read Rummer’s elementary results in the theory of ideal primes. Yet Professor Smith’s report on the theory of numbers, which contained a full synopsis of Kummer’s theory, was Professor Sylvester’s constant companion.This weakness of Professor Sylvester, in not being able to read what others had done, is perhaps a concomitant of his peculiar genius. Other minds could pass over little difficulties and not be troubled by them, and so go on to a final understanding of the results of the author. But not so with him. A difficulty, however small, worried him, and he was sure to have difficulties until the subject had been worked over in his own way, to correspond with his own mode of thought. To read the work of others, meant therefore to him an almost independent development of it. Like the man whose pleasure in life is to pioneer the way for society into the forests, his rugged mind could derive satisfaction only in hewing out its own paths; and only when his efforts brought him into the uncleared fields of mathematics did he find his place in the Universe.